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Lesson 22 Day 3 You will need your textbook, workbook, paper, and pencil.

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Presentation on theme: "Lesson 22 Day 3 You will need your textbook, workbook, paper, and pencil."— Presentation transcript:

1 Lesson 22 Day 3 You will need your textbook, workbook, paper, and pencil.

2 Phonics and Spelling  Part A:  pawpad  dragdraw  crabcrawl  Which words have the /ô/ sound?  paw, draw, crawl  All three of these words are spelled with the letter combination aw.  aw is one of the ways to spell /ô/.

3 Phonics and Spelling  Part B:  1. I like raw carrots better than cooked ones.  What word has the /ô/ sound as aw in this sentence?  raw  2. Victor saw three birds in the tree.  saw  3. Many towns have laws to prevent littering.  laws

4 Phonics and Spelling  Part C:  Each of the following sentences is missing one of this week’s spelling words.  Each missing word uses aw to stand for the /ô/ sound.  1. In spring, the ice on the ground will _____.  thaw  2. Jorge asked if he could drink his juice with a _____.  straw  3.When I am tired, I always _____.  yawn

5 Phonics and Spelling  There are a variety of ways to spell the /ô/ sound.  ought  soft  yawn  walk  What letters stand for the /ô/ sound in these words?  ough, o, aw, al  These letter combinations are not always pronounced /ô/.  There is no good rule to know when words spelled this way are pronounced with the /ô/ sound.  You will have to memorize the spelling of the words.

6 Fluency  When good readers read aloud, they adjust their reading rate depending on what they are reading.  When you read stories and narratives, you can read more quickly.  When reading informative pieces with complex facts and details, you should read more slowly.  Your reading rate may change depending on your purpose for reading, too.  When reading for enjoyment, you may read more quickly.  When reading for research or studying for a test, you may read more slowly.

7 Fluency  I’m going to read part of “Bat Loves the Night.” I’m going to pay attention to my reading rate. I know that the captions have facts about bats, so I will read the captions a little slower.  Teacher read aloud pages 202-203.  Students choral read page 204.

8 Sequence: Comprehension  One way to tell the sequence of events in a piece of writing is to look for words that tell time order.  firstnextafter that  yesterdaytodaylater that day  Maysummera week later  in the afternoon  These are examples of time-order words and phrases that you may find in stories and nonfiction.

9 Sequence: Comprehension  Let’s revisit “Bat Loves the Night.”  Let’s try to determine the sequence of order in this story.  Look for time-order words and phrases to answer these questions:  Page 208What time-order word do you find on this page?  then  Pages 209-210What is the sequence of events on these pages?  First Bat plunges and grabs the moth. Next the moth gets away. Then Bat grabs it again, and finally Bat eats it.

10 Author’s Message: Comprehension  An author’s message is the main idea he or she wants the reader to learn in a nonfiction text.  The author’s message can simply be the information the reader learns in a selection, or it can be the reason the author tells this information.  Thinking about what you have learned and why you have learned it can help you determine the author’s message.

11 Author’s Message: Comprehension  When I read a nonfiction selection, I think about the facts the author includes. I think about the main ideas. Then I ask myself, What is the big idea? What does the author want me to remember about this topic?  Let’s identify the author’s message for “Bat Loves the Night.”  What did you learn from “Bat Loves the Night?”  I learned about how bats hunt and feed their babies.  Why is this important?  It shows that bats have families just like us that they have to provide for.  What might be the author’s message in writing “Bat Loves the Night”?  Bats are not scary; bats are useful because they eat insects.

12 Author’s Message: Comprehension  Think back to “They Only Come Out at Night.”  What did “They Only Come Out at Night” teach you?  It taught me about the nighttime habits of different animals.  What do you think the author’s message may have been for “They Only Come Out at Night”?  Many nocturnal animals that we think are inactive all day have active lives at nighttime.

13 Bottlenose Dolphins: Paired Selection  “Bottlenose Dolphins” is an example of a magazine article.  Magazine articles usually offer information and facts about a topic.  Do you prefer biographies, magazine articles, informational narratives, or another kind of nonfiction?  Most magazine articles have certain features to help readers understand and enjoy the information.  These features may include: Graphic aids, such as photographs, diagrams, maps, charts, and illustrations Captions that help explain the graphic aids

14 Bottlenose Dolphins: Paired Selection  Let’s read the title together.  Look at the illustration on the first page.  It shows what a bottlenose dolphin looks like.  What do you know about dolphins?  The purpose for reading a magazine article is usually to get information.  Let’s read the article aloud.

15 Bottlenose Dolphins: Paired Selection  What does the map on page 219 show?  It shows where dolphins live in the world.  In what ways are dolphins like people?  They are social and like to talk to each other.  What special features does the magazine article include?  photos, illustrations, diagrams, map

16 Robust Vocabulary  blanketed  If a field was blanketed in snow, how would it look?  In what season would a hillside be blanketed in flowers?  surroundings  Look around you. What are your surroundings like?  What might the surroundings in a fairy tale look like?  plummet  If you see a rock plummet down a mountainside toward you, what should you do?  Why might a hawk plummet from the sky?  inverted  If a person inverted himself, what might he or she be doing?  If a shirt is inverted, what should you do before putting it on?  effort  Would you have to make an effort to win a race?  What takes more effort, climbing stairs or eating a snack? Why?

17 Robust Vocabulary  swoops  If an owl swoops down on a mouse, what is it probably doing?  What is another animal that swoops?  detail  What is an important detail about bats’ hunting?  What is a detail about dolphins and bats that is the same?  fluttering  If a bird is fluttering its wings, are its wings moving fast or slowly?  What is another animal you might see fluttering its wings?  nocturnal  What does a nocturnal animal do during the day?  Why do nocturnal animals go out at night?  dozes  When a kitten dozes, is it easy to wake up?  Describe what happens when someone dozes.

18 Grammar: Main and Helping Verbs  The predicate of a sentence is the part that includes the verb.  Bat has strong wings.  Is there a main verb and a helping verb in the predicate?  Look at the word has in the first sentence.  Even though has is often a helping verb, it can also be the only verb in a sentence.  There is no helping verb in the predicate of the sentence.  Bat has eaten a moth.  Is there a main verb and a helping verb in this sentence?  eaten: mainhas: helping

19 Grammar: Main and Helping Verbs  Bat is flying in the dark. Bat is sleepy.  Bat has a baby. Bat has returned to the roost.  Find the sentence in each pair that has a main verb and a helping verb.  Bat is flying in the dark.  Bat has returned to the roost.  Identify the helping and main verbs in each sentence.  is; helpingflying; main  has; helpingreturned; main

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